xt7xks6j4f84 https://exploreuk.uky.edu/dips/xt7xks6j4f84/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1968-07 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Guidance in the Elementary School", vol. XXXVI, no. 7, July 1968 text
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GUIDANCE

IN THE
ELEMENTARY SCHOOL

CUIDANCE IN THE
ELEMEN T AR Y SCHOOL

Division of Guidance Services
Bureau of Pupil Personnel
Wendell P. Butler
Superintendent of Public Instruction

Kentucky Department of Education

VOL. XXXVI JULY, 1968 NO. 7

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FOREWORD

One of the more recent important developments in the
elementary school has been a strong emphasis on effective guidance

services. Guidance is an integral part of the total educational
program.

For many years guidance activities in elementary schools has
been carried on by excellent teachers. The teacher is the key person
in the guidance program. The school counselor is another member
of the guidance team making an important contribution in meet-
ing the guidance needs of children.

This bulletin has been developed to aid local school districts
in the establishment and improvement of guidance services in the
elementary school. Attention is given to planning and organizing
the program; discussion of basic activities and the development of
the elementary school pupil through effective guidance.

Wendell P. Butler
Superintendent of Public Instruction

ACKNOWLEDGMENTS

This bulletin became a reality due to the efforts of many
people who deserve recognition for their contributions in its
planning and development.

Special recognition is given to Mrs. Georgia C. Campbell,
t‘ounselor, Fayette County, and Mrs. Linda Ratliff, State Supervisor
of Elementary School Guidance, Department of Education, for
their contributions in planning and writing- this bulletin. Special
recognition is also given to Dr. Leslie Martin, University of Ken-
tucky, Dr. Car Foster, University of Kentucky, Mrs. Martha Ellison,
State. Department of. Education, and Mrs. Joy ’l‘erhune. for their
professional assistance in editing- the bulletin.

For the work of the State Advisory Committee in the develop-
ment of broad 2guidelines of elementary school guidance, appreciation
is expressed.

Advisory Committee on Elementary School Guidance

Ben Humphrey, Murray State Mae Dixon, Jefferson County
University, Chairman K. V. Boggs, Letcher County
Jack Carroll, McCracken County Marie Young, Christian County

Osawade Wand, Butler County John Smith, Lexington

William Carse, University of Ken— Harlan Kreiner, Boyle County
tUCky Minnie Brightwell, P.T.A., Depart—

Dorothy Alexander, Pulaski ment of Education
County Ruth Hill, Louisville

Margaret Sheehan, Danville H. C. Malone, Todd County

Consultants

Claude Taylor, Department of Earl Roberts, Department of Edu—
Education cation

Stella Edwards, Department of Billy Braden, Department of Edu—
Education cation

Roland Sebastian, Department of Mary Marshall. Department of
Education Education

D C. Anderson, Department of
Education

. To the, nienilngrsliip of three special committees for their con-
tributions to the sections related to the development of the
"lenientm-y pupil the Department is grateful.

Committee on Educational Development of the Elementary Pupil

Celia Hornbuckle, Ashland, Chair—
man

Anna Mae Wheeler, Ashland

Karen Moore, Ashland

David R. Jennings, Ashland

Don Burchett, Department of Edu-
cation, Consultant

Hazel Porter, Ashland

Pauline Lyles, Ashland

Faye Sykes, Boyd County

Ruby Northcutt, Ashland, Con-
sultant

Committee on the Career Development of the Elementary
School Pupil

Mary Alta Tucker, Chairman

Joy Terhune, Department of Edn—
cation

Pat Barnes, Lexington

Virginia Fox, Lexington

Wayne Meador, Brandenburg

Martha Ellison, Department of
Education

Lena Warders, Louisville

Otto Mattei, Bowling Green

Committee on the Social-Personal Development of the Elementary
School Pupil

Ruby Gunn, Chairman, Depart—
ment of Education

Betty Boyd, Daviess County

Barbara D. Golloday, Trigg County

Ann Walker, Daviess County

Dr. Ben Humphrey, Murray State
University

Jesse Beasley, Paducah

Valeria Cisney, Muhlenberg
County

Dr. Martin McCullough, Paducah

Marie Young, Christian County

Finally, appreciation is expressed to Steve Fitzgerald Staff
Photographer, Department of Education, and to the Fayette County
Board of Education, Jefferson County Board of Education and
Paducah Independent Board of Education for their cooperation in
making possible the pictures in this bulletin.

Marshall Swain, Assistant Snperintendenl
Pupil Personnel Services

Kearney Campbell, Director

Division of Guidance Services

Section

Sectior

S‘cotio

try Pupil

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tary

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mentary

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Paducah
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11d Staff
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ntendent

TABLE OF CONTENTS

Section 1 Elementary Guidance—An Overview ............. 1
Purposes of the Elementary School ............. 1
Philosophy of Guidance in the Elementary School. . 2
The Need for Guidance in the Elementary School 4
Major Goals of Guidance Services ............... .3

2 Planning and Organizing The Elementary
School Guidance Program ....................... 7
Planning and Organizing the Guidance Program.. 8
Beginning the Guidance Program ............... 10
Roles of School Personnel in the Elementary
Guidance Program ........................... 11
The Counselor ............................. H
The Superintendent, ........................ 13
The Principal .............................. H
The Classroom Teacher .................... 14
Other Specialized Personnel ................. 15
Physical Facilities ............................. 16
3 Basic Services and Activities ..................... 20
Counseling Service ............................. 20
Do Elementary School Children Need
Counseling? ............................... 2],
\Vhat Does Elenu-ntary School Counsel-
ing anOlVe‘? ............................... 22
(‘ounseling Activities —— Developmental
and Remedial ............................. 26
Ethical Standards ........................... 27
Professional Competencies and Preparation ..... 2.0
Consultative Service ........................... 30
lndividual Inventory Service ................... 32
lnformation Service ........................... 35
Personal-Social lnt'ormation ................... 3*
Securing and l'laintaining Educational,
Heculuational and Personal—Social In-
formation ................................. ill!
School and Community Resources ............... 40
Community Resources ........................ 41

School Resources ............................ 44

Section 4 Educational Development of The Elementary

School Pupil .................................... 48

Section 5 Career Development of The Elementary
School Pupil .................................... 56
Community \Vorkers Unit ...................... 61

Section 6 Social—Personal Development of The Ele-

mentary School Pupil ............................ (5* ‘

APPENDIX: Elementary School Guidance Resources. A . . . . . . .. 77

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....... 61

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SECTION 1

ELEMENTARY GUIDANCE—AN OVERVIEW

Guidance has been developing in the secondary schools for
nearly half a century, but in the elementary schools, it is of more
recent origin. Many school systems have initiated organized guid-
ance programs at the elementary level within the past few years.
As formal programs begin to develop and problems arise, it becomes
apparent that some direction is essential for the organization and
development of elementary school guidance.

it is generally accepted that the elementary school should
provide for the individual needs, according to abilities and interests
of early and intermediate childhood. It is now recognized that
from the time ot birth. through elementary school, and until gradu—
ation from high school, children need some help in developing the
capacity for self-direction and in maintaining satisfactory progress
toward worthwhile goals. In this bulletin guidelines are suggested
for development of guidance in the elementary school in accordance
with the goals of the elementary school.

Purposes of the Elementary School

Each child is worthy of the greatest respect. He is a person in
ms own right, endowed with human dignity and unique abilities
which are in the process of development.

‘ Because the elementary school is basic to all education it is
important to establish a climate conducive to the growth of a
Positive and realistic self-concept and to provide a variety of edu—
cational experiences which will enable each child to progress toward
l‘Ompetent and optimal functioning individuals in our democratic
KOCiety. Basically, it is the purpose of the elementary school to:

l. .{eeegnize the uniqueness of each child, accept him as an
Indivnlual, teach h1m at the level at. which he can perform
successfully, and encourage him as he, learns at his own rate.

[\2

Plan a dynamic curriculum tailored to fit the particular
needs of the immediate community and the individuals
within it, but cognizant also of relationships to the larger
society and an ever changing environment.

Maintain a capable staff which through constant planning
and attention to new research incorporates into the school
program the best that is known of child growth and develop-
ment and how children learn.

4. Teach the basic educational and social skills necessary for
adequate functioning in our society.

a. Recognize the varying physical needs of children at different
age levels and to plan the program to meet these needs.

(5. Establish a climate conducive to salutary emotional develop-
ment and to use the various techniques for promoting and
maintaining optimal mental health in all children.

Help the child aceept himself realistically, recognizing his

capabilities and limitations and how to use them effectively.

8. Help children by example, precept. and instruction to learn
to make value judgments and to develop morals which will
facilitate democratic living within our society.

5). Function within the emnmunily as a resource for parents
who may be in need of specific information on child growth
and development and to facilitate the positive aspects of the
parents7 relationship with the child.

10. Develop an appreciation of our heritage and the values in-
herent in the democratic way of life, to prepare the child for
his role as a citizen of our democracy.

Philosophy of Guidance in the Elementary School

Philosophy, according to the dictionary, is a “body of principles
underlying a given branch of learning.” This definition, theny
implies that a philosophy of guidance for the elementary school
is and should be a body of principles functioning as departure
points for all action and organization.

lllundamental to the task of setting up guidance services in
the elementary school is the determination of the basic philosophy-
Jt can perhaps be stated that the philosophy underlying guidanco
services is based upon the acceptance of a concept of individual
differences. This implies the need to understand each pupil in
terms of his unique talents and potential in order to better aSSiSl
the pupil in umlerstanding himselt‘.

Guidance in the elementary school has three aspects: a pomt
of view. a process. and a service.

ll
the at
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with \
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regar(
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ences
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ilosoph)‘
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idividual
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a point

The guidanee point of New is an edueational attitude that focuses
the attention of the entire staff on the needs of individual pupils
in the school. it, regards each pupil as a unique, human organism
with varying needs. rl‘he principle of respect for the dignity of the
pupil is fundamental. This means that each pupil is important
regardless of what he is or what he has done. The guidance view-
point includes the belief that each pupil has inherent worth and
should be helped to develop his potentialities as fully as possible.

Guidance is a process centering around the developmental experi-
ences and problems of the individual pupil. It may be defined as
the systematic, professional process of aiding individual pupils in
making choices and plans, in making adjustments, in undertaking
self-direction. and in meeting problems of personal living related
to education. Through individual counseling and group activities
the pupil has an opportunity to work out his felt needs in relation
to himself and to his society. The guidance process also may reveal
needs of which the pupil is not yet aware.

Since guidance is eoneerned with meeting pupil needs, it can be
structured as a service, counselling being central to the service. The
mlministrative framework, then, is a group of professionally ap—
propriate functions based upon pupil needs. These functions offer
a concrete means of translating the guidance point of view into
actual. processes which assist pupils. The guidance. service at. the
elementary level is designed to aid pupils directly as well as to
assist the teaching staff, parents, and the community.

Guidance at the elementary level then is—

1. a service for all children

2. a planned program of specified and identifiable guidance
activities

3. a means of preventing group or individual problems
4. choice—point counseling.
Guidance in the elementary school is not a “watered-down”

secondary school service but rather it is a program in its own right
lmsed upon the needs of the pupils at. this maturity level.

. The emphasis of guidance services at this level are on early
Identification of the pupil’s intellectual, emotional, social, and
Physical characteristics; development of his talents; diagnosis of
his learning difficulties, if any; and early use Of available resources
to meet his needs.

The Need for Guidance in the Elementary School

Today‘s elementary school children live in a changing and
complex world which demands flexibility. The fullest possible
education is imperative if they are to find an appropriate “niche”
in society. They need to mature in their understanding, their ac-
ceptance, and their sense of responsibility regarding themselves.
\Vithout these conditions no person can be his best nor can he live
best with his fellows. Much of this understainling, acceptance and
responsibility comes from the proper ar‘angement' of relations with
others.

Appropriate levels of education are essential if young people
are to find their most productive place in the world of work. Thus
they need to grow in their understanding of education and of work
through an increasingly mature interaction with their environment.

Early in life boys and girls are faced with the constant neces—
sity of choice-making and problem solving. lt therefore becomes
necessary for them to mature in learning how to make wise choices,
how to plan their lives sensibly, and how to solve their problems
in a rational manner in keeping with a high sense of moral values.
They also live in a complex of social settings—the home, the
neighborhood. the school, the community. the world. Beginning
with the simpler adjustments of home life. the-day by day CXPaHd
the scope of their adjustments. Thus they face the need for develop-
ing those values. behaviors. and insights which enable them to live
with a minimum of fruitless friction and a maximum of maturity
in social attitudes and skills.

Children must relate to others: they need to learn effective effi-
cient, and acceptable modes of behavior. Research has shown that the
cause of academic failure and the development of antisocial
behavior is not generally found in unsympathetic teachers 01‘ in
poor teaching techniques. but rather in interpersonal factors in the
pupil’s life. It is generally recognized that these problems originate
before the secondary school age. Consequently, to improve the
situation. the elementary pupil may need assistance with his per-
sonal-social relationships. Educational experiences provided in
this area to satisfy his needs and abilities are not sufficient. IU-
dividual counseling and group interaction can be beneficial to the
child having problems in this area.

Provision should be made for a service designed to assist the
elementary school teacher in recognizing children’s problems. Pl'O'

t'essionz

his boo
need in
guidant
refer tt
rceonm
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himself
ment.”

In
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t'essional assistance can satisfy a real need in this area. Conant, in ‘-si‘, 4::

ing and his book entitled The. American High School Today attests to this , iii
possible need in stating that, “practically all states recommend expansion of Mt: it: .,
“niche” guidance and counseling services to the elementary schools. Many ,M ,
vheir ac- refer to this as one of the greatest needs. it not the greatest. . . . They 3 35",— l,
inselves. recommend providing guidance and counseling for all school children iii- In]; ‘
, he live from kindergarten through high school, to help each pupil understand i. a.
mo and himself in relation to his needs and to the demands of his eiiviron— , , ,_

. iuent.”1 ,- . ,.
)llS With

lniportai'it as the functions of identification and remediation

2' p00ple ill‘i‘. equally important is attention to the continuous and maximum

k. Thus development of all children. Much emphasis, then, should be placed

of work upon the developmental aspects of elementary School guidance. This

onment. involves consideration and attention to certain felt needs in the area 1‘

t neces— wt eliild growth and development.

becomes Specifically. the child in the process of growing up needs to:

choices, _ , . ,

l‘OblemS (1 Learn to adjust to himself and .others about him. ,g

values. 2. Strive to be emotionally well—adjusted. .

me, the 3. Learn to conduct himself, in a manner acceptable to society. ,

ginning J: llnderstand and practice the principles of, democratic livnig. , ,. ,'

expand 1). Know his physical and mental capacities: . .

levelop- f. Discover and develop his aptitiides, abilities, 'and interests.

to live t. Recognize and accept his abilities and limitations.

iatui‘itV 3. Develop his academic and vocational knowledge and skills. , . ,
' 9. Achieve educational success according to his basic study skills "
' and in keeping with his abilities. =’.

W“ effl‘ l0. Gain an appreciation of the world of work. ‘l

that the , ,

itisocial ‘ , , Vi

s or in g

i in the Major Goals of Guidance Services ,,

‘iginate A program of guidance services at all levels of the school —— i ii

we the kindel'gﬂrten or primary through secondary — serves the typical d

iis per- Child as well as the atypical. Guidance services pointed toward the ‘i

ded in ' atypical child neglect. the “normal child” in his need for educational ‘i

‘Hl'. 111- ‘l“""l"Diiieiit as well as his personal and social adjustments. Emphasis i ,1

to the should be upon developmental guidance rather than the remedial ‘ j

“Sheets of guidance. i ‘
;ist the m . ‘ . 1 ‘1 i
.5. Pro- Book Co.10::,nt1’9Tt;g§ American High School Today (l\ew York: McCraw Hil

The ultimate goal of guidauee is selE—direetiou on the part of all
pupils. Some speeifie goals of guidance follow:

l. 'l‘o enhance and make more Ennetioual our understandingr of
all pupils and to enhance and make more funetional all
pupils” umlerstauding of themselves. PLA

2. To assist in maximizing: the effects of the edueational prove»
so that eaeh ehild can move to the highest possible aeademir
level of ael’iieveinent allowed by his ability. -

plan

3. To help pupils with their goal seeking. ehoiee making. and life
planning. "1‘ a}
. - tlri
4. To help pupils develop socially. ‘t
5. To help pupils begin early to grow in their understanding: (It
the role of edueation in their lives. Ul'lg‘l
(i. To hel 3 )u )ils (levelrn who u‘eseut sweial wrohlems.2 591““
l i l ..
_ ettee
15 State Advisory Committee on Elementary School Guidance, “Cuidelines lor basic

Developing Programs of Elementary Guidance" (Kentucky Department of
Education, 1965).

. part of all

standing of , SECTION 2
netional all

. PLANNING AND ORGANIZING THE ELEMENTARY SCHOOL
mal process GUIDANCE PROGRAM

le academir . . _
An effective program of elementary school guldance needs a

plan or pattern of organization. Perhaps there is no one best method
or approach that may be used in the planning, but it is important
that the team work approach be considered.

ng. and life

Since guidance in the elementary schools is of relatively recent
origin, few programs have been organized in Kentucky elementary
schools. In most school situations it is possible to have an organized,
effectively functioning guidance program. Consideration of certain

.mdehnes for basic principles ean be of value in planning sueh a program.1
epartment of .

standing: of

ems.2

“Planning a Guidance Program”

l. Any serriee. whether new or old. needs the aeeeptanee and
leadership of the school administrator.
3. The sueeess of any program depends upon a state, of readiness

'Adupled from Edward C. Roeber, Glenn E. Smith, Clifford E. Erickson,
Organization and Administration of Guidance Servirm (New York: McCraw
, Hill Book Co., Inc. 1955).

of the school staff. to accepty contribute to. and participate
in the program.

The objectives of the program need to be clearly defined.

The program development should evolve from existing serv
ices and should be adapted to the unique circumstances exist-
ing in a school setting.

Any program should be developed in harmony with the total
educational organization of the school.

Specific suggestions for program organization have been offered
in seven guiding principles by Humphrey and Traxler.2

-v

Prepare a clear-cut statement of the objectives of the guidance
program. These objectives should take into account the char-
acteristics and needs of the. pupils and be consistent with the
objectives of the, school as a Whole.

Determine specifically the functions of the guidance pre-
g‘ramgthat is how it will be of service to the pupils.

ldentify and assign specific duties to the personnel who are
to participate in the prog-am. Specific tasks should be as-
signed staff members on the basis of: their individual qualifi-
cations. Each needs to have definite responsibility for per-
forming assigned tasks.

lt is important that authority in keeping with assigned tasks
be given staff members.

Define clearly the working: relationships (at) among: the staff
members who have responsibility in guidance. and (b) bP'
tween these staff members and others in the school. Recognizt
that some staff members will work directly and full-time in
guidance activities, while others will work indirectly and with
the full-time guidance. personnel.

Set up a form of organization that is best adapted to tht‘
school‘s purposes, characteristics. personnel. size, and finan-
cial resources.

Keep the plan of organization and its operations as simple
as possible.

PIanning and Organizing the Guidance Program

The principal. responsible for the education program of the
school, is the key individual in developing and improving the gmd-
euce program. To seeure the enthusiastic support, of the entire staff

‘3 Adapted from J. Anthony Huinphrevs and Arthur E. Traxler. Cuidum‘r’ Serl‘ﬂ'f-S
(Chicago, Illinois). Science Research Associates, Inc., 1954.

and t‘
in the
the p'

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a gui
velop
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l

the g
resp(
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‘rll't‘. I

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sting serv
xnces exist-

h the total

en offered

e guidance
t the char-
.t with the

lance pro-

‘1 who are
11d be as-
al qualifi-
I for per-

z‘ncd tasks

: the staff
:1 (b) be-
Recognize
[ll-time in
' and with

cd to the
nd finan-

as simple

n of the
the guid-
tire staff

(‘0 Serrrim’

and to insure success of the program it is important to involve them
in the planning and to inform them of the status of development as
the program progresses.

Faculty Readiness—One of the most important steps in undertaking
a guidance program in the school is to help the total school staff de—
velop an understanding of guidance. This understanding may come
as a first step in planning the program or as a step in putting the
program into operation. In either case, information should be pro-
vided about guidance aims. methods, and the need for a guidance
program.

Since the principal of the school has the basic responsibility for
the guidance prog 'am, he may do the planning himself, delegate the
responsibility to some other staff member, such as the counselor, or
select a guidance committee to assist in the planning. This latter
method has been used effectively in many school situations, both
secondary and elementary, and merits consideration.

Some activities suggested when this method of planning is used
are:

l. Appoint a faculty guidance committee.

a. Duties of the committee to be:
(’1) To explore and suggest a tentative plan of organiza-
tion.

(2) To keep the faculty members and other groups in—
formed and work in close harmony with them.

(ill To suggest plans for long term development of guid-
ance programs.
b. The committee should not be large, but should:

(ll Include representatives from different areas of the
school.

(2) Represent a variety of interests.
ml llavc administrative representation.
(4) Use consultative services.

_. Designate some person, such as the counselor. to serve as

committee eh airm an.

-». Encourage and enlist faculty cooperation in planning the
program.

This may be done in a variety of ways.

a. Establish such committees to study various aspects of the
program.

b. Ilse. a survey blank to obtain expressions ol.‘ l’aeulty in-
terest, desire to participate, questions, and suggestions.

e, Arrange to have faculty discussions of problems related to
organizing the program.

d. Enlist the aid of the faculty in conducting surveys and
studies needed for organizing the program.

4. Survey and evaluate the present status of guidance services.
.). Survey the resourees available in the school and community
which would be needed in developing an effective program.

(3. Study good guidance programs in other schools.
7. Develop a proposed plan for the guidance program and take
steps for implementing the plan as soon as possible.

8‘. llse consultants from State Department of Edueation and
colleges and universities.

other methods of planning an elementary guidance program may
be used or adapted, depending upon the school situation. Virliatever
plan is used. the method should be clearly understood and enthusiasti-
eallv aeeepted by everyone involved.

Beginning the Guidance Program

.\ guidance program may be started with the selection of certain
aetivities in which the faculty will engage. It is generally considered
desiralﬂe to initiate all of the suggested activities into the program
regardless of the extent to which participation has been possible.
Full development of the total program can be progressive in. natuu‘
as the staff fully understands and participates in the guidance
activities.

Some suggested desirable guidance activities to consider are:

l. l’rovidiug eounseliug services for all pupils.
‘2. Developing proeedures for orientation of new pupils.

Il. Diseovering and assisting those pupils who appear to he 1“
greatest need of immediate attention for various reasons.

Jr. Establishing a basic testing program.
a. initiating and developing a good cumulative record system.

ti. Learning more about pupils and understanding inventor."
data.

1. Developing better home and school cooperation.

speci
effee

Role

men
are

of a
bilit
over
aetit
and

rifit
pro;
me]
of t
H‘pl
Sell
reg:
rep
will

rolc

co
ans—1

acuity in-
*stions.

related to
wow and

e services.

ommunity
rograni.

and take

ition and

gram may
Whatever
1thusiasti-

of certain
onsidered
program,
possible.
in, nature
guidance

1‘ Hl'P:

S.
to he in
isons

fl system

mentor."

8. \Vorking with administrator and/ or curriculum committee in
modifying school curriculum and requirements in accordance
with determined needs of: pupils and the community.

9. Developing a career file or section in library and/or in class-
rooms.

10. Determining special needs of some students and referring to
community or other specialized individuals or agencies when
the needs cannot be met by school personnel.

These and possibly other activities, according to the needs of the
specific school, can provide the foundation for the development of an
effective guidance program in the elementary school.

Roles of School Personnel in the Elementary Guidance Program

All school personnel who in any way have contact with ele—
nientary children or have an influence on their school experiences
are involved in 1he guidance of these children. The primary avenue
of approach to guidance is through the classroom teacher. Responsi-
bilities, then, are not always clear—cut and separate. They sometimes
Overlap, and the ability of one individual to act depends upon the
action of another. In order for guidance to be. effective. teamwork
and cooperation are essential on. the part of all school personnel.

The Counselor

The counselor provides the technical “kuonthow” and the spe-

I'ific resources for the development and operation of the guidance
DI'Ogram. To carry out his role properly in connection with the ele-
mentary school, the counselor must have a thorough understanding
of the aims. purposes, and program of the elementary school. The
""Dm't ot’ the ACES-ASCA Joint Committee on the “Elementary
School Corniselor”3 includes one of the best statements we have
regarding the role of the elementary school eminselor. Although the
"“DOI‘t is tentative, it indicates the direction which the final statement
“‘illl take. The committee defines the elemntary school counslor’s
1'0 e as:

A. Counseling: It is the premise of this statement that counseling
both individually and in small group situations can provide
assistance to children in the normal process of growing up as

K
3 Tentative Report of the ACES—ASCA Joint Committee on the Elementary
School Counselor (Not yet published).

1].

they seek to understand themselves, meet the developmental
tasks of childhood, learn effectively, and develop realistic self
concepts. Emphasis is on the child as a learner in the school
situation.

1. Individual counseling is the process of establishing with the
child a relationship which enables him to communicate his
needs, to explore his feelings, to learn about himself, to set
goals and develop self—direction in moving toward these goals.
Often the child is trying to communicate his need for help
and this provides an opportunity for the counselor to develop
a greater understanding of the child and to become more
sensitive to the child’s needs. Such counseling is not neces-
sarily a communication of words on the part of the child.
The content of the counseling process will reflect the de-
velopmental level of the child and may be through play
media rather than verbal communication. The counselor
represents to the child a non-evaluative adult in a helping
relationship.

2. Group counseling is the process of establishing relationships
with a small group of children enabling them to communicate
with the counselor and each other certain identified needs.
Such counseling is particularly helpful in personal and social
gr0wth as children